Magnusson Lina, Shangali Harold G, Ahlström Gerd
Department of Health Sciences, Faculty of Medicine, Lund University, Sweden.
Department of Prosthetics and Orthotics, Faculty of Rehabilitation Medicine, Kilimanjaro Christian Medical University College, Tumaini University Makumira, United Republic of Tanzania.
Afr J Disabil. 2016 Jun 10;5(1):142. doi: 10.4102/ajod.v5i1.142. eCollection 2016.
Maintaining and improving the quality of prosthetics and orthotics education at the Tanzania Training Centre for Orthopaedic Technologists is essential for the provision of appropriate prosthetics and orthotics services in African countries.
To describe how Tanzanian and Malawian graduates' of the Diploma in Orthopaedic Technology perceive their education and how it could be improved or supplemented to facilitate clinical practice of graduates.
Nineteen graduates from the diploma course in orthopaedic technology were interviewed and phenomenographic analysis was applied to the data.
Seven descriptive categories emerged, namely varied awareness of the profession before starting education, well-equipped teaching facilities, aspects lacking in the learning context, need for changes in the curriculum, enabling people to walk is motivating, obstacles in working conditions and the need for continuous professional development. All participants perceived possible improvements to the content and learning environment.
Prosthetic and orthotic education can be better provided by modifying the content of the diploma programme by dedicating more time to the clinical management of different patient groups and applied biomechanics as well as reducing the programme content focusing on technical aspects of prosthetic and orthotic practice. Graduates were not prepared for the rural working conditions and the graduates desired continued training.
在坦桑尼亚矫形技术人员培训中心维持并提高假肢与矫形器教育质量，对于在非洲国家提供合适的假肢与矫形器服务至关重要。
描述坦桑尼亚和马拉维矫形技术文凭课程的毕业生如何看待他们的教育，以及如何改进或补充教育以促进毕业生的临床实践。
对19名矫形技术文凭课程的毕业生进行了访谈，并对数据进行了现象学分析。
出现了七个描述性类别，即开始接受教育前对该专业的不同认识、教学设施配备完善、学习环境中欠缺的方面、课程改革的必要性、帮助患者行走的激励作用、工作条件中的障碍以及持续专业发展的需求。所有参与者都认为内容和学习环境有可能得到改善。
通过调整文凭课程内容，将更多时间用于不同患者群体的临床管理和应用生物力学，并减少侧重于假肢与矫形器实践技术方面的课程内容，可以更好地提供假肢与矫形器教育。毕业生对农村工作条件没有做好准备，并且希望得到持续培训。
